Faculty Profile

Ryan Boettger

Title
Professor
Department
Technical Communication
College
College of Liberal Arts and Social Sciences

    

Education

Certificate, The Pennsylvania State University, 2015.
Major: Teaching English to Speakers of Other Languages
PhD, Texas Tech University, 2008.
Major: Technical Communication and Rhetoric
Dissertation Title: Making the Case for Explicit Teaching: An Empirical Approach to Evaluating a Genre-Centered Pedagogy
MA, Texas Tech University, 2004.
Major: Technical Communication
BA, The University of Texas at San Antonio, 2002.
Major: Communication

Current Scheduled Teaching*

No current or future courses scheduled.

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

TECM 5170.001, Grants and Proposals, Fall 8W2 2023 SPOT
TECM 4900.001, Special Problems, Fall 2023
TECM 5170.001, Grants and Proposals, Spring 8W1 2023 SPOT
TECM 4900.002, Special Problems, Spring 2023
TECM 5550.801, Studies in the Teaching of Technical Communication, Fall 8W1 2022 SPOT
TECM 5170.801, Grants and Proposals, Summer 8W2 2022 Syllabus SPOT
TECM 4180.005, Advanced Technical Communication, Spring 2022 Syllabus SPOT
TECM 5180.301, Professional Writing, Spring 8W1 2022 Syllabus SPOT
TECM 5170.601, Grants and Proposals, Fall 8W2 2021
TECM 5170.801, Grants and Proposals, Fall 8W2 2021 SPOT
TECM 5550.601, Studies in the Teaching of Technical Communication, Fall 8W1 2021 Syllabus SPOT
TECM 5550.801, Studies in the Teaching of Technical Communication, Fall 8W1 2021 SPOT
TECM 5550.805, Studies in the Teaching of Technical Communication, Fall 8W1 2021 Syllabus
TECM 5170.301, Grants and Proposals, Spring 8W2 2021 SPOT
TECM 5170.311, Grants and Proposals, Spring 8W2 2021 SPOT
TECM 5550.301, Studies in the Teaching of Technical Communication, Spring 8W1 2021
TECM 4180.004, Advanced Technical Communication, Fall 2020 Syllabus SPOT
TECM 4180.070, Advanced Technical Communication, Fall 2020 Syllabus SPOT
TECM 4500.001, Content Analysis in Technical Communication, Fall 2020 Syllabus SPOT
TECM 5900.701, Special Problems, Fall 2020
TECM 5550.801, Studies in the Teaching of Technical Communication, Summer 8W2 2020 SPOT
TECM 4500.001, Content Analysis in Technical Communication, Fall 2019 Syllabus SPOT
TECM 5900.701, Special Problems, Fall 2019
TECM 5550.801, Studies in the Teaching of Technical Communication, Fall 8W1 2019 Syllabus SPOT
TECM 5550.805, Studies in the Teaching of Technical Communication, Fall 8W1 2019
TECM 4920.702, Cooperative Education in Technical Communication, Summer 10W 2019
TECM 5550.801, Studies in the Teaching of Technical Communication, Spring 8W1 2019 SPOT
TECM 5550.811, Studies in the Teaching of Technical Communication, Spring 8W1 2019 SPOT
TECM 4500.001, Content Analysis in Technical Communication, Fall 2018 Syllabus SPOT
TECM 4900.010, Special Problems, Summer 10W 2018
TECM 5550.801, Studies in the Teaching of Technical Communication, Summer 8W2 2018 SPOT
TECM 5185.001, Principles of Technical Communication, Fall 8W2 2017 SPOT
TECM 5550.001, Studies in the Teaching of Technical Communication, Fall 8W1 2017 SPOT
TECM 5195.001, Editing Technical Documents, Spring 2017 SPOT
TECM 4900.701, Special Problems, Spring 2017
TECM 4800.001, Topics in Technical and Professional Communication, Spring 2017 Syllabus SPOT
TECM 5550.001, Studies in the Teaching of Technical Communication, Fall 8W1 2016 SPOT
TECM 4100.001, Writing Grants and Proposals, Fall 2016 Syllabus SPOT
TECM 2700.003, Technical Writing, Summer 5W1 2016 Syllabus SPOT
TECM 2700.008, Technical Writing, Summer 5W2 2016 SPOT
TECM 5195.001, Editing Technical Documents, Spring 2016 SPOT
TECM 5170.001, Grants and Proposals, Spring 2016 SPOT
TECM 5185.001, Principles of Technical Communication, Fall 2015 SPOT
TECM 5550.001, Studies in the Teaching of Technical Communication, Fall 2015 SPOT
TECM 4190.004, Technical Editing, Fall 2015 Syllabus SPOT
TECM 1700.001, Introduction to Professional, Science, and Technical Writing, Summer 5W1 2015 Syllabus SPOT
TECM 5170.001, Grants and Proposals, Spring 2015
TECM 5180.001, Professional Writing, Spring 2015
TECM 5175.001, Writing in Professional Settings, Fall 2014
TECM 4700.001, Writing in the Sciences, Fall 2014 Syllabus
TECM 4250.001, Writing Technical Procedures and Manuals, Summer 5W1 2014 Syllabus
TECM 5195.001, Editing Technical Documents, Spring 2014
TECM 5170.001, Grants and Proposals, Spring 2013
TECM 5185.001, Principles of Technical Communication, Fall 2012
TECM 4100.001, Writing Grants and Proposals, Fall 2012 Syllabus
TECM 5195.001, Editing Technical Documents, Spring 2012
TECM 5170.001, Grants and Proposals, Spring 2012
TECM 4900.701, Special Problems, Spring 2012
TECM 5185.001, Principles of Technical Communication, Fall 2011
TECM 5195.001, Editing Technical Documents, Spring 2011
TECM 4190.003, Technical Editing, Spring 2011 Syllabus
TECM 5180.001, Professional Writing, Fall 2010
TECM 4190.001, Technical Editing, Fall 2010 Syllabus
TECM 4190.003, Technical Editing, Fall 2010 Syllabus
ENGL 4190.001, Technical Editing, Spring 2010
ENGL 4190.001, Technical Editing, Fall 2009
ENGL 4190.003, Technical Editing, Fall 2009
ENGL 2700.011, Technical Writing, Fall 2009

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Book Chapter
Boettger, R. K. (2019). "How does that make you feel?": The psychological dimensions of editorial comments. Other. Editing in the Modern Classroom. 47-65. Routledge.
Conference Proceeding
Lam, C. Y., Boettger, R. K. (2017). An overview of research methods in technical communication journals (2012–2016). Other. 4. IEEE.
Friess, E., Campbell, K. S., Boettger, R. K., Lam, C. Y. (2017). Are we missing the boat? A roundtable discussion on research methods and how they define the field. IEEE International Professional Communication Society (ProComm).
Boettger, R. K., Lam, C. Y., Palmer, L. (2017). Improving the data information literacies of technical communication undergraduates. Other. Institute of Electrical and Electronics Engineers (IEEE).
Friess, E., Boettger, R. K. (2016). Extended abstract: The presence of professionalism in technical communication: Views from industry and the academy. 2016 IEEE International Professional Communication Conference (IPCC). Institute of Electrical and Electronics Engineers (IEEE). http://dx.doi.org/10.1109/ipcc.2016.7740485
Boettger, R. K., Wulff, S. (2016). Using authentic language data to teach discipline-specific writing patterns to STEM students. Other. Institute of Electrical and Electronics Engineers (IEEE). http://dx.doi.org/10.1109/ipcc.2016.7740513
Boettger, R. K., Friess, E., Carliner, S. (2015). Update to who says what to whom? Assessing the alignment of content and audience between scholarly and professional publications in technical communication (1996-2013). 2015 IEEE International Professional Communication Conference (IPCC). Institute of Electrical and Electronics Engineers (IEEE). http://dx.doi.org/10.1109/ipcc.2015.7235812
Boettger, R. K., Friess, E. (2014). What are the most common title words in technical communication publications?. 2014 IEEE International Professional Communication Conference (IPCC). Institute of Electrical and Electronics Engineers (IEEE). http://dx.doi.org/10.1109/ipcc.2014.7020350
Boettger, R. K., Friess, E., Carliner, S. (2014). Who says what to whom? Assessing the alignment of content and audience between scholarly and professional publications in technical communication (1996-2013). 2014 IEEE International Professional Communication Conference (IPCC). Institute of Electrical and Electronics Engineers (IEEE). http://dx.doi.org/10.1109/ipcc.2014.7020398
Boettger, R. K. (2011). "Examining Error in the Technical Communication Editing Test." Proceedings of the 58th Annual Technical Communication Summit, Sacramento, California: 142-147</em>.
Journal Article
Friess, E., Boettger, R. (2021). Identifying commonalities and divergences between technical communication scholarly and trade publications (1996–2017). Journal of Business and Technical Communication. 35(4), 407-432.
Boettger, R. K., Friess, E. (2020). Content and authorship patterns in technical communication journals (1996–2017)—A quantitative content analysis. Technical Communication. 67(3), 5-25.
Boettger, R. K., Wulff, S. (2019). Gender effects in student technical writing – a corpus-based study. IEEE Transactions on Professional Communication. 62(3), 239-252.
Boettger, R. K., Moore, L. E. (2018). Analyzing error perception and recognition among professional communication practitioners and academics. Other. 81(4), 462-484.
Boettger, R. K., Friess, E. (2016). Academics are from Mars, practitioners are from Venus: Analyzing content alignment within technical communication forums. Technical Communication. 63(4), 314-327. Society for Technical Communication.
Boettger, R. K. (2014). Explicitly teaching five technical genres to English first-language adults in a multi-major technical writing course. Journal of Writing Research. 6(1), 29-59. Gert Rijlaarsdam/SIG Writing. http://dx.doi.org/10.17239/jowr-2014.06.01.2
Boettger, R. K. (2014). The technical communication editing test: Three studies on this assessment type. Technical Communication. 61(4), 215-231. Society for Technical Communication.
Boettger, R. K., Wulff, S. (2014). The naked truth about the naked 'this': Investigating grammatical prescriptivism in technical communication. Technical Communication Quarterly. 23(2), 115-140. Informa UK Limited. http://dx.doi.org/10.1080/10572252.2013.803919
Boettger, R. K., Lam, C. Y. (2013). An Overview of Experimental and Quasi-Experimental Research in Technical Communication Journals (1992–2011). IEEE Transactions on Professional Communication. 56(4), 272-293. Institute of Electrical and Electronics Engineers (IEEE). http://dx.doi.org/10.1109/tpc.2013.2287570
Boettger, R. K. (2012). "Types of Errors Used in Medical Editing Tests." American Medical Writers Association Journal (27)3: 99-104.
Boettger, R. K. (2010). "Quantitative Content Analysis: Its Use in Technical and Professional Communication." IEEE Transactions on Professional Communication (53)4: 346-357..
Boettger, R. K. (2010). "Rubric Use in Technical Communication: Exploring the Process of Creating Valid and Reliable Assessment Tools." IEEE Transactions on Professional Communication (53)1: 4-17..
Special Issue Introduction
Boettger, R., Ishizaki, S. (2018). Introduction to the special issue: Data-driven approaches to research and teaching in professional and technical communication. IEEE Transactions on Professional Communication. 61(4), 352-355.

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Research
Boettger, R. K. (Principal), Wulff, S. (Principal), Hoeinghaus, D. J. (Co-Principal), Roberts, A. P. (Co-Principal), "Collaborative research: Evaluating a data-driven approach to teaching technical writing to STEM majors," Sponsored by National Science Foundation, Federal, $290768 Funded. (September 1, 2017August 31, 2020).
Boettger, R. K. (Principal), "A corpus-driven analysis of STEM students' technical vocabularies," Sponsored by Research Enabling Grant, University of North Texas, $3700 Funded. (20132014).
,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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